This is a unit developed for Allegany County as a replacement unit for “Biocommunities” Hands On Science Unit.  Many of the activities in this unit are adapted from the “Biocommunities” Unit and others have been added to meet needs in the Science Standards and the Maryland Outcomes and Indicators.  This is basically how the unit runs in my classroom.

Overview:
Day 1
 Introduce unit and vocabulary.  KWL chart. 
Day 2, 3
 Read article “What Makes a Wetland” and complete stance questions.
Day 4, 5
 Discuss what wetlands can be found in our area.  Go over that ponds, streams, etc., are not true wetlands, but will be included in this unit.  Identify the areas of Maryland that are part of the Chesapeake Bay Watershed.  Locate and label major tributaries of the watershed on Maryland map, along with other major bodies of water.  Discuss why the area in western Garrett County is not part of the Chesapeake Bay Watershed. 
Day 6
 Follow a stream to a river to a bay to the ocean.  Discuss the different physical formations that occur in these areas.  Example rill, waterfall, channel, etc., and the role they play in a “wetland”. 
Day 7, 8, 9,10, 11, 12
 Let students experiment with stream table and complete worksheet.  While groups rotate to table, others read and complete stance questions on “Wonders of a River”, "Let's Explore a River", Life in Ponds and Streams", "The Pond" and “Wonders of Swamps and Marshes”.  (3 to 5 in a group)
Day 13
 Discuss changes in water from fresh to brackish to salt as it travels through the waters of Maryland.  Discuss plant and animal life in Maryland and in the different bodies of water.  Discuss classification of animals (mammals, etc.).  Discuss food chains.  Begin water, animal and food chain activities experiments.
Experiments & Activities:  Web based work, Brine shrimp, Where is the Fish in the Aquarium,  Make a Food Chain, Food Chain Pyramid; use & read "Animal Eaters of the Pond", Plant Eaters of the Pond", Awesome Chesapeake Bay", and "Obis Pond Guide" to help them with tasks.
Day 14, 15, 16, 17, 18, 19
 Continue work from previous day.  Have students read and complete stance questions about animals and complete stance questions about habitats.  Have students research fish: body parts, habitats, etc.  (3 to 5 in a group)  Work on Virtual Field Tip in their groups.
Day 20
 Look at economic aspects of the Bay and discuss problems that might cause economic impact.  Discuss pollution, oil spills, over fishing, etc.  Read to class "Waterman's Child" and discuss changes in the lives of the waterman. 
Day 21, 22, 23
 In groups read "The River is My Life", "Chessie" stories, and "Chadwick" stories and complete stance questions.  Complete wetlands web quest. (Working in groups of 5)
Day 24, 25, 26, 27
 Allow students to select other readings of their choice as they work in group to complete power point presentation about the wetlands.
Day 28
 Share power point presentations.
Day 29
Review what we have learned.  Quiz or test.